Presentation on theme: "Closing the Literacy Gap for ELLs Closing the Literacy Gap for ELLs Which model is most effective? Ashley Martin ED 702.22 Spring 2011 Final Presentation."— Presentation transcript:
Closing the Literacy Gap for ELLs Closing the Literacy Gap for ELLs Which model is most effective? Ashley Martin ED 702.22 Spring 2011 Final Presentation ¡Hola! Hello!
TABLE OF CONTENTS Statement of Problem - 3 Review of Literature - 4 Statement of Hypothesis - 5 Participants/Instruments - 6 Experimental Design/Threats to Validity - 7 Procedure - 8 Results - 9-13 Discussion/Implications - 14 References - 15
To instruct first-grade ELLs at PSX, the school has implemented a side-by-side dual-language setting that separates L1 and L2 literacy development by classroom. For Spanish- speaking students (L1), English proficiency (L2) is below expected levels according to ECLAS-2 results and Fountas & Pinnell reading levels. Statement of Problem
Research confirms significance of native language maintenance as predictor of future L2 proficiency as well as a powerful tool to assist in the transfer of literacy knowledge from one language to the next. (Carlo et al., 2004; Culatta, Reese & Setzer, 2006; Lee & Schallert, 1997; Potowski, 2004; Quesada, 2007; Vaughn et al., 2006). Research confirms English-only immersion models as most effective. – (Garcia, E., 2007; Helmsley, Holm & Dodd, 2006; Leung et al., 2010; Rossell & Baker, 1996; Winsler et al., 2006) States with recent policy changes: California, Arizona, Georgia, and Massachusetts. The Great Debate Native Language Maintenance or English Immersion
HR¹: Use of bilingual small-group literacy instruction in English Classroom over an eight-week period will increase L2 proficiency of Spanish-speaking ELLs in the dual-language program (Fountas & Pinnell) HR²: Bilingual small-group literacy instruction in English Classroom A will yield a greater literacy improvement for students compared to those instructed in English Classroom B. Statement of Hypothesis
Participants - 14 students from P.S. X in Brooklyn, all with L1 Spanish and L2 English in a Dual Language Program Pre and Post Tests – Fountas & Pinnell Benchmark Assessment System (K-2) Level G Nonfiction - “Bubbles” By Christina Rodriguez Student Surveys – Self-Attitudes, Behaviors, Likes and Dislikes Parent Surveys – Demographics, Attitudes, Duration Participants and Instruments HondurasDominican Rep. Mexico El Salvador Guatemala
RESEARCH DESIGN and THREATS TO VALIDITY Research Design: Quasi-Experimental Design – Nonequivalent Control Group Design – Symbolic Design: O X 1 O O X 2 O Threats to Internal Validity Threats to External Validity History Maturation Testing/ Pre-Test Sensitization Instrumentation Mortality Differential Selection of Subjects o Ecological: Generalizable Conditions o Pre-test Treatment o Experimenter Effects o Specificity of Variables o Reactive Arrangements/ Participants Effects o Compensatory Rivalry o Placebo Effect – Parent Surveys
Procedure Pretest administration Small group literacy instruction Bi-weekly/tri-weekly depending on existing dual language rotation calendar. Group 1 Treatment Bilingual instruction using the following strategies: Preview - View - Review Cognate Analysis/Translation to clarify Word Study Activities
Group 1: Spanish/English Correlation A = 1 B = 2 C = 3 D= 4 E= 5 F = 6 G = 7 H = 8 I = 9 J = 10 K = 11 Group 1 Spanish/English Comparison.903rxy
Group 2: Spanish/English Correlation A = 1 B = 2 C = 3 D= 4 E= 5 F = 6 G = 7 H = 8 I = 9 J = 10 K = 11 Group 2 Spanish/English Comparison.710rxy
Student and Parent Surveys.698rxy 4 It is important for my child to continue to speak Spanish while learning English. Es importante para mi hijo/a a continuar hablando espa ñ ol mientras esta aprendiendo ingles. Strongly DisagreeDisagreeAgreeStrongly Agree 1234 While no correlation could be found for either group, 92.8% of all responses were favorable (3 or 4)
Discussion / Implications L1 maintenance more successful than English immersion programs. (Carlo et al., 2004; Culatta, Reese & Setzer, 2006; Lee & Schallert, 1997; Potowski, 2004; Quesada, 2007; Vaughn et al., 2006). Parent support of native language maintenance Polarized nature of debate and research suggests need for more research, especially in light of recent policy changes. Bilingual treatment L2 only
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